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Artifact E: Knowledge, Skills, and Competencies Analysis

ASSESSMENT KEY

Overall Competency Rating:

0 = no exposure to and no experience in this competency


1 = minimal exposure to but no experience in this competency
2 = moderate exposure and minimal experience in this competency
3 = moderate experience in this competency
4 = experience in this competency
5 = much experience in this competency, basic master has been achieved

Specific Skill Rating:


(+) = highly competent
(√) = competent
(∆) = area of improvement/experience needed

Evidence of Learning:
W = Work
I = Internship
C = Coursework
V = Volunteer Work
O = Other

All competency descriptions are taken from the ACPA and NASPA Professional Competency
Areas for Student Affairs Practitioners (2015)




Competency Area Skill Specific Evidence of Learning Future Improvement
Rating & Development
Articulate key elements of one’s set of +
Personal and Ethical personal beliefs and commitments (e.g., W= Work I will look to find
Foundations values, morals, goals, desires, self- Through my graduate simple ways to daily
definitions), as well as the source of assistantship, I have engaged and weekly reflect on
The Personal and each (e.g., self, peers, family, or one or with my supervisor to question my values and who I
Ethical Foundations more larger communities). systems and understand how am as a professional. I
competency area Articulate one’s personal code of ethics √ the systems that the University want to do this in the
involves the for student affairs practice, informed by holds can be changed and have beginnings of my work
knowledge, skills, and the ethical statements of professional a health way of questioning the and eventually build up
dispositions to develop student affairs associations and their lack of support for LGBTQ+ to practicing
and maintain integrity foundational ethical principles. students on campus. articulating my values
in one’s life and work; Describe the ethical statements and ∆ regularly. I also want to
this includes thoughtful their foundational principles of any I = Internship find ways that are
development, critique, professional associations directly As a Preview Days intern, I meaningful to my
and adherence to a relevant to one’s working context. grounded myself in my values identity to express my
holistic and Identify ethical issues in the course of √ by understanding the ways I values in clear ways.
comprehensive standard one’s job. can support different student
of ethics and Explain how one’s behavior reflects the √ groups (ie. Graduate Students)
commitment to one’s ethical statements of the profession and in transitioning and understand
own wellness and address lapses in one’s own ethical the process of starting an
growth. Personal and behavior. educational journey. This way,
ethical foundations are + I saw how my values change or
Appropriately question institutional
aligned because stay consistent with this new
actions, which are not consistent with
integrity has an internal demographic.
ethical standards.
locus informed by a
combination of external Utilize institutional and professional + O = Other
ethical guidelines, an resources to assist with ethical issues While doing research with Dr.
internal voice of care, (e.g., consultation with appropriate Nguyen, I was able to
and our own lived mentors, supervisors and/or colleagues, appreciate how I hold
experiences. Our consultation with an association’s community and give new
personal and ethical ethics committee). dimensions to my values.
foundations grow Articulate awareness and understanding √
through a process of of one’s attitudes, values, beliefs,
curiosity, reflection, assumptions, biases, and identify how
and self-authorship. they affect one’s integrity and work
with others.
Overall Competency Take responsibility to broaden √
Rating perspectives by participating in
012345 activities that challenge one’s beliefs.
Identify the challenges associated with √
balancing personal and professional
responsibilities, and recognize the
intersection of one’s personal and
professional life.
Identify one’s primary work √
responsibilities and, with appropriate,
ongoing feedback, craft a realistic,
summative self-appraisal of one’s
strengths and limitations.
Articulate an understanding that √
wellness is a broad concept comprised
of emotional, physical, social,
environmental, relational, spiritual,
moral, and intellectual elements.
Recognize and articulate healthy habits √
for better living.
Identify positive and negative impacts √
on wellness and, as appropriate, seek
assistance from available resources.
Identify and describe personal and √
professional responsibilities inherent to
excellence in practice.
Recognize the importance of reflection √
in personal, professional, and ethical
development.

Specific Future Improvement &


Competency Area Skill Rating Evidence of Learning Development
Describe the foundational √
Values, Philosophy, philosophies, disciplines, and values I = Internship I plan on becoming an
and History of the profession. Through my internship at active member of NASPA
Articulate the historical contexts of + Cornell, I was able to to engage in professional
The Values, institutional types and functional areas ground myself in the development opportunities
Philosophy, and History within higher education and student functional area of to better understand the
competency area affairs. Orientation and understand deeper values and historical
involves knowledge, Describe the various research, √ the underlying principles of context for student affairs
skills, and dispositions philosophies, and scholars that defined transition and becoming and the ways that programs
that connect the history, the profession. acclimated to a new that exist look to support
philosophy, and values Demonstrate responsible campus √ educational environment. I students and dismantle the
of the student affairs citizenship and participation in the also got to learn about oppressive systems that
profession to one’s campus community. Cornell’s history with continue to exclude
current professional Describe the roles of faculty, + Orientation and the ways it marginalized students. This
practice. This academic affairs, and student affairs has changed and evolved. will also allow me to
competency area educators in the institution. connect with other
embodies the √ O = Other professionals and grow my
Explain the importance of service to
foundations of the By conducting research on professional network.
the institution and to student affairs
profession from which Asian American and Native
professional associations.
current and future American Pacific Islander I also plan on continuing to
research, scholarship, Learn and articulate the principles of √ Serving Institutions, I have find research opportunities
and practice will professional practice. been able to think deeper to learn and understand the
change and grow. The about the underlying nuances that exist within
Articulate the history of the inclusion +
commitment to philosophy and history of higher education and the
demonstrating this and exclusion of people with a variety higher education and the systems that govern it.
competency area of identities in higher education. ways it has continued to
ensures that our present Explain the role and responsibilities of √ exclude marginalized
and future practices are student identities and uphold white
informed by an affairs professional associations. supremacy. Specifically, I
understanding of the Explain the purpose and use of √ have been able to learn
profession’s history, publications that incorporate the about the historical
philosophy, and values. philosophy and values of the relationship that Asian
profession. American and Pacific
Overall Competency Explain the public role and societal √ Islander students have had
Rating benefits of student affairs in particular with institutions of higher
012345 and of higher education in general. education and how harmful
stereotypes like the Model
Articulate an understanding of the √ Minority Myth has
ongoing nature of the history of higher continued to benefit white
education and one’s role in shaping it. students.
Be able to model the principles of the √
profession and expect the same from
colleagues and supervisees.
Explain how the values of the √
profession contribute to sustainable
practices.
Articulate the changing nature of the ∆
global student affairs profession and
communicate the need to provide a
contextual understanding of higher
education.
Specific Future Improvement
Competency Area Skill Rating Evidence of Learning & Development

Differentiate among assessment, program √


review, evaluation, planning, and research C = Coursework
Assessment, as well as the methods appropriate to My coursework in SDAD I want to be better
Evaluation, and each. 5750: Best Practices in connected to current
Research Select AER methods, methodologies, ∆ Student Services allowed me research and want to
designs, and tools that fit with research to explore how different subscribe to different
and evaluation questions and with practitioners and institutions learning journals and
The Assessment, assessment and review purposes. do assessment and be current with
Evaluation, and evaluation. I was able to research today. I also
Facilitate appropriate data collection for √
Research competency interview 12 different want to connect with
area focuses on the system/department-wide assessment and
professionals in the central researchers more
ability to design, evaluation efforts using current
New York area to learn about frequently through
conduct, critique, and technology and methods.
what the best practices are for the Association for
use various AER Effectively articulate, interpret, and apply √ the Study of Higher
Orientation programs. This
methodologies and the results of AER reports and studies, Education (ASHE).
also has helped me to
results obtained from including professional literature.
understand Transition
them, to utilize AER Assess the legitimacy, trustworthiness, √ Programs and the ways they I also want
processes and their and/or validity of studies of various are measured for success. to incorporate
results to inform methods and assessment and
practice, and to shape the methodological designs (e.g. qualitative O = Other evaluation projects
political and ethical vs. quantitative, theoretical perspective, Through my research work, I into my work as a
climate surrounding epistemological approach). have been able to contribute professional so that
AER processes and uses Consider rudimentary strengths and √ to different types of assessment becomes
in higher education. limitations of various methodological publications that require a normalized practice
AER approaches in the application of different types of research for me and the work
Overall Competency findings to practice in diverse institutional and writing styles. This has that I do with
Rating settings and with diverse student given me an understanding of students.
012345 populations. what it means to do research
Explain the necessity to follow √ and the ways knowledge is a
institutional and divisional procedures powerful tool for change.
and policies (e.g.,
IRB approval, informed consent) with
regard to ethical assessment, evaluation,
and other research activities.
Ensure all communications of AER √
results are accurate, responsible, and
effective.
Identify the political and educational √
sensitivity of raw and partially processed
data and AER results, handling them with
appropriate confidentiality and deference
to organizational
hierarchies.
Design program and learning outcomes ∆
that are appropriately clear, specific, and
measureable that are informed by
theoretical
frameworks and that align with
organizational outcomes, goals, and
values.
Explain to students and colleagues the ∆
relationship of AER processes to learning
outcomes and goals.
Specific Future Improvement
Competency Area Skill Rating Evidence of Learning & Development
Describe the systems used to govern √ C = Coursework One way I want to
Law, Policy, and public, private, and for-profit institutions Through SDAD 5800: improve in this area is
Governance of all types (two-year, four-year, Higher Education Law, I was to be involved with
graduate, professional, vocational, etc.) in given the language to academic conduct
The Law, Policy, and one’s state/province and nation. describe the ways that review boards in the
Governance competency Explain the differences between public, √ universities protect future and be active in
area includes the private, and for-profit higher education themselves from liability and interpreting and
knowledge, skills, and with respect to the legal system and what the duty that institutions do translating policy into
dispositions relating to they may mean for respective students, or do not have to students practice.
policy development faculty, and student affairs professionals. and their educational journey.
processes used in various Describe how national and √ In particular, the importance I also want to look at
contexts, the application state/provincial constitutions and laws of understanding university ways that policy is
of legal constructs, influence the rights of students, faculty, policy and my role as a formed to understand
compliance/policy and staff on all types of college representative of the how the process can be
issues, and the campuses. institution in maintaining, changed or adjusted to
understanding of Describe evolving laws, policies, and √ communicating, and serve students who are
governance structures judicial rulings that influence the student- developing those policies. marginalized and
and their impact on one’s institutional relationship and how they affected most by these
professional practice. affect professional practice. I = Internship policies.
Act in accordance with national, + Through my work with New
Overall Competency state/provincial, and local laws and with Student programs at Cornell,
Rating institutional policies regarding non- I became aware of the ways
012345 discrimination. that we had to navigate
Identify major internal and external √ different situations with off-
stakeholders, policymakers, and special campus vendors to create
interest groups who influence policy at clear and concise contracts to
the national, state/provincial, local, and provide safe and protected
institutional levels. activities for students to
Describe the governance systems at one’s √ engage with. It also gave me
institution including the governance the opportunity to understand
structures for faculty, student affairs how institutional type plays a
professionals, staff, and students. part in creating the cultural
Know when and how to consult with √ norms and practices in a
one’s immediate supervisor and university.
institutional legal counsel regarding
matters that may have legal ramifications. W = Work
Explain concepts of risk management, √ Through my graduate
reasonable accommodation, and enact assistantship, I have been
liability reduction strategies. able to practice upholding
Demonstrate awareness of inequitable + and understanding internal
and oppressive ways that laws and policies for different services
policies are enacted on vulnerable student and programs (ie, food
populations at national, state/provincial, pantry, emergency fund
local, and institutional levels. access) to better balance
serving students and their
Describe the student conduct process at ∆
needs while staying with in
the institutional level and demonstrate
concern for the legal, social, moral, university policy and
educational, and ethical expectations of maintaining professional
integrity.
the community.
Encourage and advocate participation in √
national, state/provincial, local, and
institutional electoral processes as
applicable.
Specific Future Improvement
Competency Area Skill Rating Evidence of Learning & Development
Demonstrate effective stewardship/use of √
Human and resources (i.e., financial, human, W= Work One way I want to
Organizational material). As part of my role in OMA, I improve is develop a
Resources Describe campus protocols for √ took charge in hiring and reliable and consistent
responding to significant incidents and training our student desk staff feedback system for
The Organizational and campus crises. and this allowed me to myself so that I can
Human Resources Describe environmentally sensitive issues √ understand how to maintain look to improve myself
competency area and explain how one’s work can the office and be aware of the in the work place and
includes knowledge, incorporate elements of sustainability. organizational structures and work with colleagues to
skills, and dispositions Use technological resources with respect + processes that exist. It also grow and change.
used in the management to maximizing the efficiency and meant learning about how to
of institutional human effectiveness of one’s work. support different services I also want to find more
capital, financial, and Describe ethical hiring techniques and √ (Food Pantry, Emergency opportunities to be on
physical resources. This institutional hiring policies, procedures, Fund) in ways that served hiring committees to
competency area and processes. students but maintained the continue to practice
recognizes that student Demonstrate familiarity in basic tenets of √ integrity of the service so that what it means to have
affairs professionals supervision and possible application of it can be sustainable and ethical hiring processes.
bring personal strengths these supervision techniques. meaningful. This will also allow me
and grow as managers √ to see what other
Explain how job descriptions are
through challenging V = Volunteer Work institutions do in terms
designed and support overall staffing
themselves to build new Through my role as the of hiring processes and
patterns in one’s work setting.
skills in the selection, Community Development allow me to learn about
Design a professional development plan √
supervision, motivation, Chair on our SUSDA E- my institutions HR
that assesses one’s current strengths and
and formal evaluation of Board, I have been able to policies.
weaknesses, and establishes action items
staff; resolution of support the members of my
for fostering an appropriate pace of
conflict; management of committee in implementing
growth.
the politics of programs by understanding
Explain the application of introductory √
organizational discourse; how to maintain our total
and the effective motivational techniques with students, annual budget and
application of strategies staff, and others organizationally utilize and
and techniques Describe the basic premises that underlie √ delegate the team so that
associated with financial conflict in and the constructs utilized for members can take charge in
resources, facilities facilitating conflict resolution. events and take direction to
management, Develop and utilize appropriate meeting √ form their own ideas.
fundraising, technology, materials (e.g. facilitation skills, agenda,
crisis management, risk notes/minutes).
management and Communicate with others using effective √
sustainable verbal and non-verbal strategies
resources.anagement, appropriate to the situation in ways that
risk management, and the person(s) with whom you are engaged
sustainable resources prefers.
Recognize how networks in organizations √
Overall Competency play a role in how work gets
Rating accomplished.
012345 Understand the relational roles partners, √
allies, and adversaries play in the
completion of goals and work
assignments.
Explain the basic tenets of personal or √
organizational risk and liability as they
relate to one’s work
Provide constructive feedback in a timely √
manner
Advocate for equitable hiring practices √
Articulate basic institutional accounting ∆
techniques for budgeting as well as
monitoring and processing revenue and
expenditures.
Effectively and appropriately use √
facilities management procedures as
related to operating a facility or program
in a facility.
Demonstrate an understanding of how √
physical space impacts the institution’s
educational mission.
Understand the basic concepts of facilities √
management and institutional policies
related to energy usage and
environmental sustainability.

Competency Area Skill Specific Evidence of Learning Future Improvement &


Rating Development
Leadership Articulate the vision and mission of the √
primary work unit, the division, and the V = Volunteer Work One way I want to
The Leadership institution. As the Community improve in the future is
competency area Identify and understand individual-level √ Development Chair, I have through taking
addresses the constructs of “leader” and “leadership.” been able to be a key leader leadership roles on in
knowledge, skills, and and support amongst the the institution(s) I work
Explain the values and processes that lead √
dispositions required of a SDA program and I have in. I want to be a leader
to organizational improvement.
leader, with or without looked to lead my committee amongst an institution
positional authority. Explain the advantages and disadvantages √ in a way that sets them up to as well so that I can
Leadership involves both of different types of decision-making be leaders as well. Through build connections with
processes (e.g. consensus, majority vote,
the individual role of a being on the Executive my colleagues and
and decision by authority).
leader and the leadership Board, I have the peers in ways that show
process of individuals Identify institutional traditions, mores, √ responsibility of being I am a reliable person
working together to and organizational structures (e.g., connected with our SDA for them.
envision, plan, and affect hierarchy, networks, governing groups, community and look for
change in organizations technological resources, nature of power, opportunities to grow and
and respond to broad- policies, goals, agendas and resource shape the ways we build
based constituencies and allocation processes) and how they community as a program.
issues. This can include influence others to act in the organization.
working with students, Identify one’s own strengths and √ I = Internship
student affairs challenges as a leader and seek Through my Preview Days
colleagues, faculty, and opportunities to develop leadership skills. internship, I brought our
community members. Identify basic fundamentals of teamwork √ community together to be
This section is organized and teambuilding in one’s work setting prepared and ready to meet
by the leadership and communities of practice. newly admitted students to
learning concepts of show them what our program
Describe and apply the basic principles of +
Education, construct has to offer and be open and
community building.
knowledge and honest about their
articulation; Training, Describe how one’s personal values, √ experience. This allowed me
skill identification and beliefs, histories, and perspectives inform to build connections with my
enhancement; one’s view of oneself as an effective community and highlight
Development, personal leader with and without roles of authority. different individuals on
reflection and growth; Build mutually supportive relationships √ social media. I also was the
and Engagement, active with colleagues and students across moderator for the facebook
participation and similarities and differences group, which let me interact
application. Understand campus cultures (e.g. √ consistently with the
academic, student, professorial, incoming cohort and support
Overall Competency administrative) and apply that them from a distance in
Rating understanding to one’s work. making a decision about their
012345 Use appropriate technology to support √ graduate studies.
leadership processes (e.g. seeking input or
feedback, sharing decisions, posting data
that supports decisions, use group support
website tools).
Think critically, creatively, and imagine √
possibilities for solutions that do not
currently exist or are not apparent.
Identify and consult with key √
stakeholders and individuals with
differing perspectives to make informed
decisions.
Articulate the logic and impact of √
decisions on groups of people,
institutional structures (e.g. divisions,
departments), and implications for
practice.
Exhibit informed confidence in the √
capacity of individuals to organize and
take action to transform their
communities and world.
Within the scope of one’s position and √
expertise, lead others to contribute toward
the effectiveness and success of the
organization.
Specific Future Improvement &
Competency Area Skill Rating Evidence of Learning Development

Identify systems of +
socialization that I = Internship As I begin my career in
Social Justice and Inclusion influence one’s multiple As part of my NODA internship student affairs, I want to
identities and with Cornell’s New Student continue to engage in
For the purpose of the Social sociopolitical perspectives Programs, I planned and dialogue around social
Justice and Inclusion competency and how they impact coordinated training for our issues and connect with
area, social justice is defined as one’s lived experiences Orientation Supervisors and the campus community
both a process and a goal that Understand how one is + Leaders. I was able to incorporate in ways that promote
includes the knowledge, skills, affected by and trainings on inclusion and personal conversation and
and dispositions needed to create participates in self-reflection on personal dialogue on hard and
learning environments that foster maintaining systems of identities. I looked to push my complicated issues.
equitable participation of all oppression, privilege, and students in understanding what it
groups and seeks to address issues power meant to welcome all new students I want to invite folks into
of oppression, privilege, and Engage in critical √ to Cornell and how we honor the the conversations I have
power. This competency involves refection in order to identities that students bring to and this means I want to
student affairs educators who identify one’s own campus. improve engaging with
have a sense of their own agency prejudices and biases. folks who don’t agree
and social responsibility that Participate in activities + W = Work with these values in
includes others, their community, that assess and complicate Through my work in the Office of ways that are firm in my
and the larger global context. one’s understanding of Multicultural Affairs, I have values and are mutual in
Student affairs educators may inclusion, oppression, engaged students in dialogue tone. This also means
incorporate social justice and privilege, and power. around larger societal and global pushing myself to be
inclusion competencies into their Integrate knowledge of √ issues that affect students as well as uncomfortable and
practice through seeking to meet social justice, inclusion, give space for processing and outside my normal
the needs of all groups, equitably oppression, privilege, and support students in times of boundaries so that I can
distributing resources, raising power into one’s practice. hardship such as the statements learn and grow
social consciousness, and Connect and build + made by the President of SU about continuously.
repairing past and current harms meaningful relationships the LGBTQ+ population.
on campus communities. with others while
recognizing the multiple, O = Other
Overall Competency Rating intersecting identities, Through doing research with Dr.
012345 perspectives, and Nguyen, I have been able to
developmental differences understand the ways that society
people hold. looks to uphold White Supremacy
+ and using Asian American and
Articulate a foundational Pacific islanders as tools upholding
understanding of social oppression and white supremacy
justice and inclusion through harmful stereotypes like
within the context of the Model Minority Myth.
higher education.


Advocate on issues of
social justice, oppression,
privilege, and power that
impact people based on
local, national, and global
interconnections
Specific Future Improvement &
Competency Area Skill Rating Evidence of Learning Development

Articulate theories and models that √


describe the development of college I = Internship One way I want to
Student Learning and students and the conditions and The Reflection that I have continue to grow is
Development practices that facilitate holistic done for Internship through going to National
development (e.g. learning, coursework (SDAD 5640, Association conferences
The Student Learning and psychosocial and identity 5650, and 5660) have to engage with other
Development competency development, cognitive-structural, guided me to learning about professionals and
area addresses the concepts typological, environmental, and the theories that ground my understand how different
and principles of student moral). work and how I view my institutions and
development and learning Articulate how race, ethnicity, √ practice in supporting professionals engage with
theory. This includes the nationality, class, gender, age, sexual students during their theory.
ability to apply theory to orientation, gender identity, development. It has also
improve and inform dis/ability, and religious belief can given me the understanding I also want to engage with
student affairs and teaching influence development during the of how my work in my digital knowledge
practice. college years. internships and work in communities to learn
Identify the strengths and limitations √ OMA has been informed by about different functional
Overall Competency in applying existing theories and the same underlying areas and find affinity
Rating models to varying student theories. with other professionals
demographic groups. to build connections in
012345 √ C = Coursework different ways.
Articulate one’s own developmental
Through my coursework in
journey in relation to formal theories.
SDAD 5300 Foundations,
Identify one’s own informal theories √ SDAD 5400 Student
of student development (‘theories in Development Theory, and
use’) and how they can be informed SDAD 5760 Leadership and
by formal theories to enhance work Governance, I have learned
with students the foundational theories of
Identify dominant perspectives √ Student Affairs and the
present in some models of student ways that these theories
learning and development. connect to the practices and
√ programs we create for
Construct learning outcomes for both
daily practice as well as teaching and students in supporting their
training activities. development.
Assess teaching, learning, and √
training and incorporate the results
into practice.
Assess learning outcomes from √
programs and services and use theory
to improve practice.
Specific Future Improvement &
Competency Area Skill Rating Evidence of Learning Development
Demonstrate adaptability in the face of fast- √
Technology paced technological change. I = Internship One way I want to
Remain current on student and educator √ Through my internship improve in this area is
The Technology adoption patterns of new technologies and at Cornell, I was a part by finding professional
competency area focuses familiarize oneself with the purpose and of launching and opportunities to learn
on the use of digital tools, functionality of those technologies. developing the new about different digital
resources, and technologies Orientation app to design technologies and
Troubleshoot basic software, hardware, and √
for the advancement of engage first years develop my graphic
student learning, connectivity problems and refer more Orientation and design skills to learn
development, and success complex problems to an appropriate Welcome Week in new how to better market
as well as the improved information technology administrator. and engaging ways so and use social media to
performance of student Draw upon research, trend data, and ∆ that they could be up to engage others.
affairs professionals. environmental scanning to assess the date and connect with
Included within this area technological readiness and needs of each other digitally and Another way I want to
are knowledge, skills, and students, colleagues, and other educational in person. improve is by being up
dispositions that lead to the stakeholders when infusing technology into to date with university
generation of digital educational programs and interventions C = Coursework systems and
literacy and digital Critically assess the accuracy and quality of √ Through SDAD 5900, I establishing
citizenship within information gathered via technology have been able to relationships with
communities of students, and accurately cite electronic sources of engage with mentors university Technology
student affairs information respecting copyright law and fair digitally to improve my Services so that I may
professionals, faculty use. professional materials develop more skills in
members, and colleges and Model and promote the legal, ethical, and √ so that I can grow and this area.
universities. transparent collection, use, and securing of change as an individual.
electronic data. I have been able to
Overall Competency Ensure compliance with accessible √ receive feedback and
Rating technology laws and policies. support through digital
012345 Demonstrate awareness of one’s digital √ reviews of my hiring
identity and engage students in learning materials.
activities related to responsible digital
communications and virtual community W = Work
engagement as related to their digital As part of supervising
reputation and identity the desk staff in the
Model and promote equitable and inclusive √ Office of Multicultural
practices by ensuring all participants in Affairs, I also manage
educational endeavors can access and utilize the social media and
the necessary tools for success. technology in our office
to communicate to
Appropriately utilize social media and other √
students our hours and
digital communication and collaboration
important updates for
tools to market and promote advising,
different programs and
programming, and other learning-focused
services.
interventions and to engage students in these
activities.
Engage in personal and professional digital √
learning communities and personal learning
networks at the local, national, and/or global
level.

Design, implement, and assess √


technologically rich learning experiences for
students and other stakeholders that model
effective use of visual and interactive media.

Ensure that one’s educational work with and √


service to students is inclusive of students
participating in online and hybrid format
courses and programs.
Incorporate commonly utilized technological √
tools and platforms including social medial
and other digital communication and
collaboration tools into one’s work.

Specific Future Improvement


Competency Area Skill Rating Evidence of Learning & Development
Exhibit culturally inclusive active +
Advising & Supporting listening skills (e.g., appropriately W= Work In the future, I want to
establishing interpersonal contact, Through my assistantship, I improve in this area by
The Advising and paraphrasing, perception checking, advised a student committee working with my
Supporting competency summarizing, questioning, encouraging, that helped to plan large future supervisor to
area addresses the avoid interrupting, clarifying). LGBTQ events for students gain opportunities to
knowledge, skills, and Establish rapport with students, groups, √ to have fun and connect do my own reflection
dispositions related to colleagues, and others that acknowledges with each other. I was able and growth in my
providing advising and differences in lived experiences. to support the student group advising style and
support to individuals and Recognize the strengths and limitations of √ and my student leaders in grow my own practice
groups through direction, one’s own worldview on communication taking charge and stepping when it comes to
feedback, critique, referral, with others (e.g., how terminology could up to make decisions that supporting students.
and guidance. Through either were sound and meaningful.
developing advising and liberate or constrain others with different I also have been able Another way I want to
supporting strategies that gender identities, sexual orientations, through my supervisory role grow in this area is to
take into account self- abilities, cultural backgrounds, etc.). in supporting my student understand the ways I
knowledge and the needs Facilitate refection to make meaning from √ staff in different office can connect students
of others, we play critical experiences with students, groups, projects where I let them to campus resources
roles in advancing the colleagues, and others. take the lead and direction and get the support
holistic wellness of Conscientiously use appropriate √ on art projects for the our they need if it’s out of
ourselves, our students, nonverbal communication. space. my ability to assist
and our colleagues. √ them. I want to learn
Facilitate problem solving.
V = Volunteer work about different offices
Facilitate individual decision-making and √
Overall Competency Part of my role as and the
Rating goal-setting Community Development systems/procedures
012345 Appropriately challenge and support √ Chair has been an they use so that I can
students and colleagues. opportunity to support my use that information to
Know and use referral sources (e.g., other √ committee in taking charge support students in
offices, outside agencies, knowledge and planning the events they accessing those
sources), and exhibit referral skills in want to see happen and services.
seeking expert assistance. giving them the opportunity
Identify when and with whom to ∆ to take different lead roles
implement appropriate crisis management in making these events
and intervention responses. happen. I was able to advise
Maintain an appropriate degree of + them on how to make these
confidentiality that follows applicable events happen and work to
legal and licensing requirements, create great events.
facilitates the development of trusting
relationships, and recognizes when I = Internship
confidentiality should be Through my internship at
broken to protect the student or others. Cornell, I was the main
Seek opportunities to expand one’s own √ support to the Orientation
knowledge and skills in helping students Steering Committee, the
with specific concerns (e.g., relationship main group of students who
issues, navigating systems of oppression, plan and put on the big
or suicidality) as well as interfacing with Orientation events during
specific populations within the college welcome week. I not only
student environment (e.g., student got to support students in
veterans, low income students, etc.). making a positive and
Utilize virtual resources and technology √ meaningful experience for
to meet the advising and supporting needs themselves, I also got to
of students. learn and understand my
Know and follow applicable laws, √ own advising style in my
policies, and professional ethical own practice.
guidelines relevant to advising and
supporting students’ development.